Perspectives from the field of early childhood special education.
OBJECTIVE
Positive academic outcomes for young children with special education needs can best be facilitated when a combination of professionals including speech-language pathologists (SLPs), general education teachers, occupational and physical therapists, and early childhood special educators (ECSEs) work together. However, it can be challenging to read across disciplines to maintain expertise within the domain of early childhood education because each profession has specialized intradisciplinary terminology. This clinical forum provides an up-to-date summary of the field of early childhood special education, with articles from experts from related professions describing current issues and trends in the field.


METHODS
This prologue introduces the concepts of universal design, differentiated instruction, and embedded learning opportunities. The prologue also outlines the roles, responsibilities, and accountability of professionals who work in early childhood special education.


CONCLUSIONS
SLPs can work toward strategic alliances with ECSEs when they understand the field from the perspective of related professions in early childhood special education.
Kaderavek
Joan N
JN
University of Toledo, Toledo, OH, USA. Joan.Kaderavek@utoledo.edu
D000488:Allied Health Personnel; D002648:Child; D002675:Child, Preschool; D003299:Cooperative Behavior; D004519:Education, Special / Q000379:methods*; D004777:Environment; D005178:Faculty; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D007858:Learning; D009788:Occupational Therapy / Q000379:methods; D026761:Physical Therapy Specialty / Q000379:methods; D024382:Professional Role; D013066:Speech-Language Pathology / Q000379:methods; D013663:Teaching / Q000379:methods